Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman

Many higher education institutions worldwide have used massive open online courses (MOOCs). However, are faculty members in higher education institutions ready to adopt MOOCs for teaching and learning, and what factors influence their readiness to adopt MOOCs? This study attempts to identify factors...

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Main Author:	Marhoon Al-Mamari, Hilal Salim
Format:	Thesis
Language:	English
Published:	2023
Subjects:	LB2326.4-2330 Institutions of higher education
Online Access:	http://eprints.usm.my/60245/1/HILAL%20SALIM%20MARHOON%20AL-MAMARI%20-%20TESIS%20cut.pdf
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id	my-usm-ep.60245
record_format	uketd_dc
spelling	my-usm-ep.602452024-03-20T06:18:57Z Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman 2023-08 Marhoon Al-Mamari, Hilal Salim LB2326.4-2330 Institutions of higher education Many higher education institutions worldwide have used massive open online courses (MOOCs). However, are faculty members in higher education institutions ready to adopt MOOCs for teaching and learning, and what factors influence their readiness to adopt MOOCs? This study attempts to identify factors that affect MOOC adoption among faculty members in Omani higher education institution by focusing on internal factors, external factors, and the moderating effect of gender. The internal factors are personal drivers such as attitude towards MOOCs, self-efficacy and belief towards goal, pedagogy defined as experience with online teaching and learning, and technical factors described as technology competencies and access to tools. Likewise, external factors are defined by subjective norms referring to peer and colleague support, followed by university factors focusing on administrative support and ICT infrastructure. A quantitative correlational method using a survey questionnaire was employed to collect the data among 348 faculty members at Sultan Qaboos University (SQU) and analyzed using partial least squares structural equation modelling (PLS-SEM). Findings showed that the factors influencing MOOCs readiness (MR) are attitude towards MOOCs, self-efficacy, and administrative support. However, belief towards goal and experience with online teaching and learning negatively affects MOOC readiness. Furthermore, internal factors were found to be a better predictor of MOOCs readiness as the model predicted 55.6% of MR where factors such as access to tools, information and communication (ICT) infrastructure and peer and colleagues support were found not to influence their readiness. 2023-08 Thesis http://eprints.usm.my/60245/ http://eprints.usm.my/60245/1/HILAL%20SALIM%20MARHOON%20AL-MAMARI%20-%20TESIS%20cut.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Teknologi Pengajaran & Multimedia
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	LB2326.4-2330 Institutions of higher education
spellingShingle	LB2326.4-2330 Institutions of higher education Marhoon Al-Mamari, Hilal Salim Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
description	Many higher education institutions worldwide have used massive open online courses (MOOCs). However, are faculty members in higher education institutions ready to adopt MOOCs for teaching and learning, and what factors influence their readiness to adopt MOOCs? This study attempts to identify factors that affect MOOC adoption among faculty members in Omani higher education institution by focusing on internal factors, external factors, and the moderating effect of gender. The internal factors are personal drivers such as attitude towards MOOCs, self-efficacy and belief towards goal, pedagogy defined as experience with online teaching and learning, and technical factors described as technology competencies and access to tools. Likewise, external factors are defined by subjective norms referring to peer and colleague support, followed by university factors focusing on administrative support and ICT infrastructure. A quantitative correlational method using a survey questionnaire was employed to collect the data among 348 faculty members at Sultan Qaboos University (SQU) and analyzed using partial least squares structural equation modelling (PLS-SEM). Findings showed that the factors influencing MOOCs readiness (MR) are attitude towards MOOCs, self-efficacy, and administrative support. However, belief towards goal and experience with online teaching and learning negatively affects MOOC readiness. Furthermore, internal factors were found to be a better predictor of MOOCs readiness as the model predicted 55.6% of MR where factors such as access to tools, information and communication (ICT) infrastructure and peer and colleagues support were found not to influence their readiness.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Marhoon Al-Mamari, Hilal Salim
author_facet	Marhoon Al-Mamari, Hilal Salim
author_sort	Marhoon Al-Mamari, Hilal Salim
title	Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
title_short	Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
title_full	Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
title_fullStr	Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
title_full_unstemmed	Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman
title_sort	moocs readiness among faculty members in a higher education institution in oman
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Teknologi Pengajaran & Multimedia
publishDate	2023
url	http://eprints.usm.my/60245/1/HILAL%20SALIM%20MARHOON%20AL-MAMARI%20-%20TESIS%20cut.pdf
_version_	1804888897186955264

Moocs Readiness Among Faculty Members In A Higher Education Institution In Oman

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